A School-based Merit Pay Plan, Student Achievement, and Teacher Job Satisfaction PDF Download
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Author: Peggy Moore Norman
Publisher:
ISBN:
Category :
Languages : en
Pages : 262
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Author: Peggy Moore Norman
Publisher:
ISBN:
Category :
Languages : en
Pages : 262
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Book Description
Author: Gary W. Ritter
Publisher: Corwin Press
ISBN: 1483307573
Category : Education
Languages : en
Pages : 137
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Book Description
Reward your best teachers for the great work they do! Is your school system considering teacher merit pay? Now is the time to know the potential pitfalls and learn from the experiences of other districts. Respected experts Ritter and Barnett provide a step-by-step approach to merit pay that draws on best practices from effective, successful programs. You’ll find: A user-friendly summary of existing merit pay programs and their strengths and weaknesses Six essential principles for designing a program that supports teacher professional development, schoolwide progress, and student achievement How-to’s and tools for every phase of program development, including collaborating with teachers to create balanced assessment tools
Author: Eugene F. Provenzo
Publisher:
ISBN:
Category : Merit pay
Languages : en
Pages : 0
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Book Description
This policy study discusses two models of merit pay programs enacted in Florida: the Florida Meritorious Teacher Program and the Quality Instruction Incentives Program (quiip). Using the Motivation-Hygiene Theory (Herzberg et al.) as a theoretical framework, each program was analyzed from the perspective of how it worked as a motivator and source of satisfaction or dissatisfaction for teachers in their work. Evidence from the research was sufficient to warrant a number of general conclusions about the two programs: (1) business imposed its model of merit pay (the Florida Master Teacher Program) on the educational system; (2) quiip was implemented in response to the perceived limitations of the Florida Master Teacher Program; (3) merit pay became a confusing phenomenon for both those experiencing it and evaluating it, with two different programs being imposed on teachers at the same time; (4) the two models of merit pay functioned, in part, in different ways; and (5) merit pay in either the form of school based merit pay or individual level merit pay does not provide a solution to the general problem of low teacher salaries. Policy recommendations are suggested based on these conclusions. (Jd).
Author: Donald B. Gratz
Publisher: R&L Education
ISBN: 1607090120
Category : Education
Languages : en
Pages : 285
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Book Description
This book provides an invaluable resource for school teachers, administrators, board members, policy makers, and citizens who would like to understand what's behind performance pay, what might work and what will not, and how to build a school improvement effort that includes teacher compensation as one of its strategies.
Author: Frederick S. Calhoun
Publisher:
ISBN:
Category : Merit pay
Languages : en
Pages : 198
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Author: Lu Van Loozen
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 48
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Author: United States. Congress. House. Committee on Education and Labor. Merit Pay Task Force
Publisher:
ISBN:
Category : Merit pay
Languages : en
Pages : 16
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Author: Renee M. Sasser
Publisher:
ISBN:
Category :
Languages : en
Pages : 114
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Author's abstract: The study explored the perceptions of teachers in a rural south Georgia county regarding merit pay based on student achievement. The study examined 205 teachers' personal and professional demographics and perceptions of the use of student achievement in awarding merit pay. The study employed a descriptive, survey approach to address the research questions. A self-designed survey questionnaire was developed to explore teachers' perceptions of merit pay and included a quantitative orientation. Findings indicated that the majority of the teachers who responded to the survey worked at the middle school level, were greater than 50 years old, and had between 0-9 years experience. They typically held a Master's Degree. The majority of the respondents worked at a school that did not make AYP for the 2009-2010 school year. Respondents did not want a merit pay plan implemented in the district even though the district is a Race to the Top Grant Award recipient that mandates a merit pay plan be implemented. The teachers were undecided if student achievement should be used to award a merit pay plan if one were to be implemented. The teachers indicated that a merit plan would negatively impact the school climate, which would destroy collaboration, which in turn could lead to a negative impact on student achievement. Teachers also indicated that teacher evaluations would have administrators playing favorites toward those teachers who "do not rock the boat" or raise questions about certain practices. The teachers were undecided on the number of evaluations that would be adequate to award merit pay. Based on demographics, the were no significant differences in the years of experience, the school level, and AYP status. There were differences with age. The younger the teacher, the more motivated the teacher was to improve student achievement in order to be awarded meit pay. The less eduation the teacher obtained, the more undecided the teacher was with improving student achievement in order to be awarded merit pay. The teachers, who had attained a Specialist's Degree, were more undecided on using student achievement in order to be awarded merit pay.
Author: Allan Odden
Publisher: Corwin Press
ISBN: 9780761978886
Category : Business & Economics
Languages : en
Pages : 268
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Book Description
This book discusses various pay and compensation initiatives in use nationwide, highlighting: (1) How Are Teachers Compensated?" (current status of teacher compensation and the changing context of teaching); (2) "What Have We Learned from Attempts at Change?" (three approaches to compensating teachers, recent short-lived reform efforts, and other factors supporting compensation reform); (3) "The Elements of Pay and Compensation" (traditional pay, new approaches to pay, pay for behaviors or outcomes, and benefits as part of compensation); (4) "What Is the Relationship between Pay and Motivation?" (theories of motivation, implications of motivation theories for compensation, applications to education, and compensation factors motivating teachers); (5) "Rewarding Individual Teachers for Developing and Deploying Needed Knowledge and Skills" (knowledge- and skill-based pay and examples of such pay structures); (6) "School Bonuses for Improved Student Performance" (group-based performance awards, examples of performance awards, and gain-sharing programs); (7) "Designing and Implementing Alternative Teacher Compensation Systems" (compensation and school improvement, three design strategies, and stakeholder roles); and (8) "Compensation To Enhance Teacher Quality and Supply" (staffing and compensation challenges, issues, and innovations). Two resources present generic models of knowledge- and skill-based pay and principles for implementing change in compensation. (Contains approximately 335 references.) (SM)
Author: Henry C. Johnson
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 248
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Book Description
